GCSE Spoken Language Lesson 1

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Transcript of GCSE Spoken Language Lesson 1

GCSE English Language Spoken Language Study Lesson 1Lesson Outcomes:Reflect critically on their own and others' uses of language in different contexts and how they adapt to different listeners and tasks, exploring these experiences in the contexts of wider language use and variation.

Engage with real life uses of talk and audiences beyond the classroom and consider aspects of spoken language, eg. how language changes over time, attitudes to standard and non-standard forms and regional variations.

Controlled Assessment information Your first controlled assessment is on

the spoken word and will require you to analyse and comment on a sample of language written or transcribed as a script.

The word count for this piece is approximately 800-1000 and you will have 1.5 hours of controlled assessment time to write your final piece.

You will be given a planning sheet which should be submitted along with your writing.

The script will be given to you by your tutor prior to the assessment and will be discussed as a group to enable you to take notes and prepare for your assessment. AQA SpecificationTo introduce Spoken Language controlled assessment .

To discuss and explore how language changes with context, audience, and purpose.

To explore accent, sociolect, idiolect and dialect.

To discuss how language can be adapted to influence talk. How can our language be affected? For this unit candidates are required to: WHY do you think people speak differently? "Muppet.""Reem.""I feel somewhat impartial.""OMG""Nah, bruv. He's a wasteman.""Apples and pears." "Moist."Social Influences on Language

There are many different reasons why we speak differently. Our social influences play a large part in the words we choose to use. AgeGenderRegion

Context

Ethnicity

Social ClassOccupation AudiencePurposeSexual orientation

Spoken language is analysed in the same way as written language. There are only a few small differences:

Instead of reading and analysing how a writer writes, you listen to and analyse how a talker talks. This is called their idiolect.

Speech does not fit into 'genres' in the same way as writing (for example letters, leaflets or magazine articles). Instead, you need to think about the 'context' of where someone is talking (for example at college, the hospital, a police station) or the 'mode' of how they are communicating (eg face-to-face or online).

As with writing, you still need to think about who the speaker is talking to and what they want out of the conversation.How to analyse Spoken Language When you analyse conversations you are looking at things like words, expressions, accent and tone. You then need to hear how they change according idiolect, context, audience and purpose.

The factors that influence changes in the way people speak are:Background: geography, age and social class all influence accent and word choice.Context: people change the way they speak according to where they are. People will be more informal at college or on a night out. They will be more direct in hospitals where they need to explain important information. They will be more formal in job interviews.Audience: the way we speak changes according to who we are talking to: friends, adults or people in authority.Mode: the way we express ourselves changes according to whether we are talking face-to-face or remotely by text or online chat (known as 'multimodal' talk)."Like.""Init."GenderAnalysing Spoken Language Cont. Idiolect"Well jell.""I've asked you before to stop doing that." "So fit.""Piff.""Scran."

There are four key features that contribute to the words we use:Accent Dialect Idiolect

The way that words are pronounced according to geographical region e.g English, Australia, American.

The way language varies within a geographical region e.g. Brummie, Geordie, Scouser, Manc.

The language that you personally use. It is individual to you and your personality. This is influenced by many things such as: upbringing, where you have lived, etc.

Sociolect

The language that a specific group of people use. This can be a hobby related group (skaters, football fans) or an occupation related group (police, firemen, doctors).

The language we use can also enable us to 'fit in' to a certain social group- what types of language can you see being used in the video? As well as exclude us from a social group. Social attitudes to the way we speak Social attitudes are views and opinions that are held by groups of people. When we speak, we communicate all kinds of social information (where we were born, our age, our education).

Judgements and stereotypes are often made from the words which we use.

What stereotypes do you have regarding particular accents? Listen to the clips and guess where the speaker comes from, and if they are using any language specific to their regionhttp://www.bl.uk/learning/langlit/sounds/

Task Make a list of the words that arespecific to your own idiolect. How does your idiolect differ when talking to your: friends, work colleagues, parents. What words do you use that someone else might not? Accommodation This is changing the way you speak to ‘fit’ into a particular situation or with a particular listener. OR

This can also be changing the way you speak to make yourself stand out.

Upbringing"Reem""Well jell"Analysing Spoken Language clip Task What do you notice about the: idiolect, dialect, accent, purpose, and context?Does Lucy's language fit in with the context of the situation?Key wordFor your controlled assessment: You will be given a glossary of spoken language terminology with today's terms.

Along with analysing the way in which people speak, you will also need to comment on context, audience, and purpose.

Think about the social attitudes towards the way in which we speak. What do I need to do to get a Band 3?To achieve a Band 3 (C), your assessment should demonstrate a 'Clear, Consistent' response to Spoken Language. We will be looking for: Explanations of how you, and others use and adapt spoken language for specific purposes. Exploration of features found in spoken language data. Exploration and analysis of some issues arising from public attitudes to spoken language varieties. Starter: 'On The Spot'

A quote will be shown on the board, and a dice will be thrown into the group. Instead of numbers, the dice states: Strongly Agree/ Agree/ Strongly Disagree/ Disagree/ Indifferent.

Whoever catches the dice must consider the quote, and use persuasive language to justify whatever the dice lands on.

For example, the quote may be "I know I have an accent", and the dice could land on "disagree" , so that means that you need to disagree with the statement and convince your peers.

Once the group are satisfied with your response, you can throw the dice to another member of the group, and a new quote will be shown. "Strong accents make you sound stupid.""Dialects make it hard to understand people.""People change their accents to fit in with others.""I would argue with people about the 'correct' way to say words.""Everyone should speak English in the same way.""Older people struggle to understand the language of the youth."Task:Watch the Armstrong & Miller sketch featuring the WW2 Pilots.Watch it again, and this time make notes.Choose TWO terms from your terminology grid (that you have learnt today, and write a PEE paragraph in which you do the following:IDENTIFY how this term is used in the clip and-EXPLAIN the EFFECT that this has on the speakers and the audience.

Extension: Can you spot any other devices being used? What are they, and how are they effective?Applying TerminologyYour controlled assessment question will be one of the following (your tutor will confirm which):

Explore the ways your own spoken language is adapted indifferent situations and how the attitudes of other people influence these adaptations. OR:Explore ways in which power and authority shape spoken language. Next week:We will be looking at the controlled assessment title in more detail.

You will begin to analyse spoken language and explore further terminology in order to prepare for your assessment.

Make sure that you revise today's terms for homework in order to prepare for your upcoming assessment- don't leave it until the last minute!